지적장애 아동 상담 유경험자의 지적장애에 대한 인식 연구

Abstract

This study examined counselor training, specifically how counselors recognize and treat children with intellectually disabilities. In recent years, a shift has occurred in the treatment of children with intellectual disabilities. Parents who would have previously turned to treatment facilities are now relying on the counseling and rehabilitation services offered through schools, counseling centers, public institutions and community-based agencies. With the widespread dissemination of disability awareness and education, rehabilitation services provided by schools and community agencies to enhance the quality of life for individuals with intellectual disabilities is becoming the mainstream approach. With the recent increase in availability and access to these services, this study aimed to explore how counselors recognize intellectual disability in children as well as identify practical counseling techniques that are utilized specifically with this population. Separate, in-depth interviews were conducted with six counselors who work with children who have intellectual disabilities. Interviews were analyzed using the phenomenological approach to identify the way in which counselors recognize intellectual disability in children, as well as establish practical guidelines for future counselors. Limitations and the applicability of these results to academic counselor training programs is discussed.